Rethinking Character Education in Islamic Elementary Schools: Trends, Transformations, and Strategic Solutions in Madrasah Ibtidaiyah

Abstract

This study explores the implementation of character education in Madrasah Ibtidaiyah (Islamic elementary schools) by examining its current trends, transformations, and contextual strategies through a case study at MI Miftahul Ulum 02 Klompangan, East Java. In response to moral degradation and educational challenges in the digital age, the research emphasizes the need for a transformative and value-integrated approach rooted in Islamic teachings. Using qualitative methods—interviews, observations, and document analysis—the study finds that effective character formation stems from the integration of values into school culture, teacher modeling, and participatory routines. The findings reveal a shift from normative to experiential character education, where students internalize moral values through daily interactions and behavioral reinforcement. Teachers act as role models, and student character is consistently documented through non-cognitive assessments. The school's holistic ecosystem—curriculum, rituals, physical space, and community involvement—supports deep and sustainable moral development. Despite structural challenges, such as reliance on teacher initiative and lack of formal standardization, the madrasah successfully embeds character education as a lived experience rather than an isolated program. This research contributes practical insights for developing transformative educational models aligned with Islamic values and encourages further studies across varied contexts.